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EDUC 302 Methods and Materials for Teaching Reading I
Spring Semester 2017
Instructor Information
Name: Miriam Meeks Email: [email protected] Office: CPS 441 Phone: 715-340-4864 (c) 715-341-5108 (h) Office Hours: Tuesday and Thursday by appointment
Places, Dates and Times
February 11th 9:00-12:00 CPS 326 March 11th 9:00-4:00 CPS 326 (this is an all day session) May 6th 9:00-12:00 CPS 326
Professional Text(s) Required:
Text Rental: The Reading Strategies Book: Your Everything Guide to Developing Skilled Readers
Serravallo, Jennifer, Heinemann Press, 2015
Purchased: The Café Book: Engaging all students in daily literacy assessment and instruction
Boushey, G and Moser, J, Stenhouse Press, 2009
Guided Reading Basics: Organizing, managing and Implementing a Balanced Literacy
Program K-3
Rog, Lori Jamison, Stenhouse Publishing, 2003
Yaeger, J. A. (2014). Wisconsin foundations of reading study guide.
Course Information
Course Description: This course introduces the areas of reading instruction: phonemic awareness, phonics, fluency,
vocabulary, and comprehension. Satisfying the state mandate for phonics, this initial reading course also
engages participants in pedagogy necessary to provide individualized instruction.
Participants will develop an understanding of how to utilize the English Language Arts Common Core State
Standards (ELA-CCSS) for consistent and clear understanding of what students are expected to learn. This
course introduces effective literacy instruction while preparing participants for the Wisconsin
Foundations of Reading Test (FRT). Teaching involves more than knowledge and skill; as such participants
will self-assess their professional dispositions (UWSP-PEP Teacher Candidate Dispositions) throughout the
semester.
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“The more you read the more things you will know. The more you learn the more places you’ll go.”
Dr. Seuss
Online resources that will be used in this course:
1. Putting Reading First (NIFL): http://lincs.ed.gov/publications/pdf/PRFbooklet.pdf
2. Foundations of Reading Test for Wisconsin information: http://www.uwsp.edu/education/Pages/ReadingTest.aspx 3. Reading Rockets: http://www.readingrockets.org/ 4. Reading A-Z: http://www.readinga-z.com/ 5. Into the Book: http://reading.ecb.org/ 6. ELA-CCSS Resources: http://www.corestandards.org/ELA-Literacy
http://www.corestandards.org/wp-content/uploads/ELA_Standards1.pdf 7. Teaching Standards: http://www.ccsso.org/Documents/2011/InTASC_Model_Core_Teaching_Standards_2011.pdf (InTASC)
http://www.readoregon.org/pdf/IRAstandards_2010.pdf (IRA)
8. UWSP Dispositions: http://www.uwsp.edu/education/Documents/CurrentUndergrad/DispositionUnderstanding.pdf
Course Objectives:
The objectives for this course aligned with the InTASC and IRA Standards. By fully participating in this course, preservice teachers should be able to:
• Develop an understanding of theory and evidence-based literacy instruction for planning and teaching • Learn how to use various instructional approaches, strategies, and materials to support students’ learning
needs • Explore and use a variety of formative assessment tools to identify students’ strengths and needs and plan
for targeted literacy instruction • Develop an understanding of how to utilize the ELA-CCSS to provide a consistent, clear understanding of
what students are expected to learn • Engage in literacy practices that develop awareness, understanding, respect, and a valuing of differences in
our society • Explore the effective teaching and learning by integrating newfound understanding of effective methods,
materials, and strategies. • Recognize the importance of, demonstrate, and facilitate professional learning and leadership as a career-
long effort and responsibility (UWSP Dispositions).
Figure 1. Teacher Standards, dispositions, CCSS, and EDUC assignments focus on the effective teaching cycle of planning, instruction, and assessment (edTPA Literacy Handbook, p.
2, SCALE 2013)
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Course and University Policies
Course Policies: Participants in this course may have multiple roles and commitments to juggle. Apart from being a student, you may be an employee, a parent, a community leader or a caregiver to a family member. To complete this course you will need to plan your time to fit scheduled class sessions.
❖ Participation: Full preparation and active participation in monthly course activities. Completing all
individual assignments on time; engaging in respectful and collaborative conversations in class that help to explore and deepen understanding of course topics; and using electronic devices only for class-related activities (rather than personal usage).
❖ Attendance:. If you know you need to be absent please contact me ASAP. You are responsible for contacting a willing colleague to learn about the course session. If you need to arrive late or leave early please contact me ahead of time.
UWSP Community Bill of Rights and Responsibilities: UWSP values a safe, honest, respectful, and inviting learning environment. In order to ensure that each student has
the opportunity to succeed, a set of expectations have been developed for all students and instructors. This set of
expectations is known as the Rights and Responsibilities document and is available at
http://www.uwsp.edu/stuaffairs/Pages/rightsandresponsibilites.aspx. The Rights and Responsibilities document
also includes the policies regarding academic misconduct, which can be found in Chapter 14. A direct link can be
found at http://www.uwsp.edu/stuaffairs/Documents/RightsRespons/SRR-2010/rightsChap14.pdf.
Americans with Disabilities Act:
The Americans with Disabilities Act (ADA) is a federal law requiring educational institutions to provide reasonable
accommodations for students with disabilities. For more information go to
http://www.uwsp.edu/stuaffairs/Documents/RightsRespons/ADA/rightsADAPolicyinfo.pdf If you have a
disability and require classroom and/or exam accommodations, please register with the Disability Services Office
and then contact the instructor at the beginning of the course. I am happy to help in any way I can. For more
information, go to http://www4.uwsp.edu/special/disability/
“I came to realize that what I do other than “just read” is TALK. I read to children and we talk, and the talk is genuine
because it’s responsive to the children.” And with a Light Touch, Learning About Reading, Writing, and Teaching
with First Graders, Carol Avery
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EDUC 302 - Reading
Summary of Required Assignments:
➢ Weekly Journal Entries: Throughout the semester you will be required to submit journal entries based on assigned readings. 3 specific citations from each chapter should be included. Your job is not just to share your thoughts but to support your ideas with personal experiences or how these ideas can be applied to your future classroom. For FRT text note 3 concepts that are new to you. Then continue with your thoughts.
➢ In Class Demonstrations: On March 11th class you are required to research and present a
phonics lesson with supportive Daily 5 activities in class. A lesson plan will be submitted using the inTASC planning form provided. Please bring a copy of your plans to class.
1. Choose no more than 2 ELA Common Core Standards-Reading- Foundational Skills/ Phonics and Word recognition. http://www.corestandards.org/ELA-Literacy
2. Create 5, Daily 5, stations that support your instruction.
➢ Portfolio Artifact: Observation chart – Continuum of Early Reading and Writing Development. Choose a book of your own or a book that the student is using. Observe at least one (1) child in each phase of development. Observe at least two (2) other children at different phases of your choice. (Form and rubric is provided.)
➢ Portfolio Artifact: EDUC 302 Synthesis paper (further information and rubric provided)
1. Why is it important to understand how children progress through the phases of literacy development?
2. Give a brief summary of your literacy assessment. (No names) 3. Reflect what you learned from this experience. Use references from your readings and class
discussion. 4. How will this experience impact your current position and or your future classroom practice?
Point-based Grading Scale: All assignments are due in the drop box by May 15th
Assignments Points Letter Grade
Assignment #1: Journal Entries/CCSS
(5 points each)
70 200-186 A
185-178 A-
177-170 B+
169-155 B
154-147 B-
146-139 C+
138-124 C
123-116 C-
115-108 D+
107- 93 D
92-85 D-
Assignment #2: Class Demonstration with Daily 5
lessons.
(30 points )
30
Assignment #3: Developmental Reading Chart
(portfolio item)
50
Assignment #4: EDUC 302 Synthesis (portfolio item) 50
Total 200
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EDUC 302 - Reading
Course Schedule
Date EDU 302 Reading Topics
Agenda
Jan. 23-29 Put Reading First Chapter 1 (You can find this on D2L)
Jan. 30-Feb. 5 Put Reading First Chapter 2 (You can find this on D2L)
Feb. 6-12 Find the CCSS for Reading: Foundational Skills (link on D2L)
BRING COPY TO CLASS/5 points
February 11 Class: Review syllabus, CCSS, lesson planning, Daily 5,
gradual release, shared reading, read aloud
Feb. 13-19 Allington Reading (You can find this on D2L)
Feb. 20-26 Guided Reading Basics Chapt. 1
Feb. 27-Mar.5 Guided Reading Basics Chapt. 2
Mar. 6-12 The Café Book: Chapt. 3
March 11 Class – Phonics lesson plan with Daily 5 activities
Guided reading
This is a full day class so we can practice for the FRT -----
Mar. 13-19 Guided Reading Basics Chapt. 5
Mar. 20-26 FRT Study Guide section #0008
Mar. 27-Apr.2 Guided Reading Basics Chapt. 4
Apr. 3-9 The Café Book Chapt. 4
Apr. 10-16 Easter – time to get caught up
Apr. 17-23 Guided Reading Basics Chapt. 11
Apr. 24-30
Guided Reading Basics Chapt. 12
May 1-7 The Café Book Chapt. 6
May 6 Class –
May 8-15 Complete all assignments and submit them to the drop
box by May 15th
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EDU 302 – Methods and Materials for Teaching Reading 1
Classroom Presentation Guidelines
1. Create a phonics lesson plan using the CCSS/Language Arts/ Foundation Skills/ Phonics and Word
Recognition. Choose only 1 or 2 standards.
2. Create 5, Daily Five, activities to support your lesson. Use planning form on D2L.
( Read to Self, Read to Someone, Work on Writing, Word Work, Listen to Reading)
3. Complete a lesson plan form. Submit the completed lesson and Daily 5 to D2L and bring a copy to
class.
4. There are lots of ideas on the internet. If you use one be sure to note the site in your lesson plan.
Presentation Rubric
30 POINTS 15 POINTS 5 POINTS
PREPARATION Have all the needed materials.
Materials are relevant to the lesson.
Oral presentation is clear and
logical. Standards are addressed.
Have most of the materials needed.
Materials are relevant to the lesson. Oral
presentation is somewhat clear and logical.
Standards are somewhat addressed.
Some needed materials are missing or not
prepared for use. May or may not be
relevant to the lesson. Oral presentation is
hard to follow. Standards have not been
addressed.
ORGANIZATION Logical flow to the lesson. Easy to
follow. Time allotted is appropriate
for the target audience.
Flow to the lesson is logical but sometime
hard to follow. Time allotted somewhat
meets the needs of the target audience.
Lesson does not flow logically. Time allotted
does not meet the needs if the target
audience.
CLASSROOM CONTENT Presenter demonstrates strong
understanding of the content area
through appropriate vocabulary and
guiding questions. Standards are
met.
Presenter demonstrates an adequate
understanding of the content area through
limited vocabulary and some guided
questions. Standards are somewhat met.
Presenter is unable to demonstrate
understanding of the content area. Limited
vocabulary used appropriately. Standards
are not met.
PROFESSIONALISM Presenter makes eye contact with all
participants throughout the
presentation. Voice is pleasing and
projects so that all can hear clearly.
Pace of speaking is easy to follow.
Body language projects enthusiasm
and confidence.
Presenter makes eye contact with most
participants. Voice projects adequately
but not all the time. Some words are hard
to understand. Pace of speaking is
adequate. Body language projects some
confidence and enthusiasm.
Presenter makes little eye contact. Voice is
hard to hear, some mumbling. Speaking pace
is too fast or too slow. Body language does
not project enthusiasm or confidence.
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Lesson Plan Framework
EDU 302 – Methods and Materials for Teaching Reading 1
Name: Date: Subject/Unit:
Grade: Length of Lesson:
Knowledge of Context and Learners to Inform Teaching What did your learners need to know before you presented this lesson?
Lesson Standards : Content Standards: Number and Applicable Wording (quote relevant parts of the standards)
Learning Outcomes – Identify what your learners will know and will be able to do
Formative Assessment –
Keep in mind that formative assessment is an ongoing process including: developing the assessment, providing feedback, using the results to inform instruction.
Academic Language – List general and content specific language that is essential for learner understanding.
Lesson Procedure – Your instructional plan should be written as a series of steps.
1. Introduction: communicate purpose 2. Activate prior knowledge – drawing from what you know about your learners. 3. Present key information and
engage learners in multiple ways (visual, auditory, kinesthetic)
Differentiating Instruction – How will you meet the needs of all students?
Materials – What are you going to need to have ready and what will your students need?
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EDU 302 – Methods and Materials for Teaching Reading 1
Education 302 – Reading - Observation Checklist Guidelines
As in most other areas of development all children do not follow one clear sequential path in lock-step.
Keep in mind that the grade levels associated with each phase described are only approximation. In each
grade there are likely to be children in all phases of literacy acquisition. Also, remember that within each
phase there may be a range of learners who are developing in different ways.
Note: Quoted from, Jennifer Arenson Yaeger, Foundations of Reading Study Guide 2013
Directions:
➢ Choose at least one child for each phase. (5 total) Total for both 7
➢ Choose 2 children and choose a phase for each. Your choice. (2 total)
➢ Note grade, age, gender and place of observation.
➢ Mark box next to observations that are observed.
➢ Note any observations such as body language, interactions with the child being assessed and any
other information that will help understand the assessment. Be sure to note if the child chose the
book or you did.
➢ Be sure to bring materials for a writing sample.
➢ Submit the completed observation forms with your final synthesis paper.
Grading Rubric:
50 POINTS 25 POINTS 10 POINTS
1 child from
each phase of
literacy
development
assessed. (5
children total)
Less than 5 children from different
phases of literacy development
assessed.
Less than 3 children from
different phases of literacy
development assessed.
2 children of
different
phases. Your
choice. (2
Children total)
Only 1 child assessed from your choice
of phase.
0 assessments done.
Observations
of each child’s
interactions are
noted.
Observations of each child’s
interactions are noted.
Observations of each child’s
interactions are noted.
CHECKLIST WILL BE PROVIDED ON D2L TO COPY FOR USE IN OBSERVATIONS
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EDU 302 – Methods and Materials for Teaching Reading 1
EDUC 302 Synthesis Paper
1. Portfolio Artifact - no more than 4 pages – double spaced
2. Opening statement: Why is it important to understand how children progress through the phases of literacy development?
3. Give a brief summary of your literacy assessment. (No names)
• where the observations took place • materials that are used (book titles and authors) • summarize the results
4. Reflect on what you learned from this experience. Use references from your readings and class
discussion. (Give at least 3 citations to support your discussion.)
5. How will this experience impact your current position and or your future classroom instruction?
• How will this knowledge impact your planning for reading instruction? • Give specific examples
Points Opening Statement
(paragraph 1)
Description of
Observations.
(paragraphs 2-3)
Reflection on
Learning
(paragraph 4-5)
Impact on
Instruction
(Paragraph 6)
Professional
Presentation
50 Introduction clearly
states why the
phases of instruction
are important to
literacy
development.
Student identification
and procedures are
clearly stated. Result
summary is supported
by student checklists.
Reflection is clearly
stated and
supported with
citations from
readings or class
work.
Position is clearly
stated and
supported with
examples from
current classroom
situations and or
future classroom
instruction.
Organized, concise
writing. Correct
grammar and accurate
spelling. Includes name,
section number and
double spacing.
25 Introduction is not
clearly stated.
Ideas are not
coherent and not
necessarily
connected.
Some of the required
student information is
missing. Results are
not always supported
by student checklists.
Reflection is
somewhat stated.
Citations are not
complete.
Position is
disorganized and
not clearly stated.
There are some
examples from
classroom
situations or future
classroom
instruction.
Somewhat organized
and mostly clear writing.
Few grammar and/or
spelling errors. Includes
name, sections number
and double spacing.
10 Introduction does
not have
developed ideas
that pertain to
phases of literacy.
Most of the required
student information is
missing. Results are
not supported by
student checklists.
Reflection is not
related to literacy
checklist. There are
not citations.
Positon is not
stated without
support.
Unclear and
unorganized writing.
Multiple grammar
and/or spelling errors.
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EDU 302 – Methods and Materials for Teaching Reading 1
JOURNAL FORM FOR REVIEW OF READINGS/ARTICLES
Copy this form and use it to review assigned readings. Type your response clearly. Submit form to D2L.
Name: ___________________________________ Date: ____________________________
Title of article/s or reading/s: ____________________________________________________________________
Choose 3 citations from your reading/s and note the pages you found them on. For FRT note
something new you have learned.
Commentary: Explain how these will impact your instruction and WHY. Give examples based on
your current or future classroom experiences.
Citation 1:
Commentary:
Citation 2:
Commentary:
Citation 3:
Commentary:
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EDU 302 – Methods and Materials for Teaching Reading 1
InTASC Standards
Phonics Lesson Plan with Daily 5 activities that support instruction
#7: Planning for instruction: The teacher plans instruction that supports every student in meeting rigorous
learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, & pedagogy,
knowledge of learners & the community.
#8: Instructional Strategies: The teacher understands and uses a variety of instructional strategies to
encourage learners to develop deep understanding of content areas and their connections, and to build skills to
apply knowledge in meaningful ways.
#4: Content Knowledge: The teacher understands how to connect concepts, tools of inquiry, and structures of
the discipline(s) he or she teaches and creates learning experiences that make the disciples accessible and
meaningful for learners to assure mastery of the content.
Continuum of Early Reading and Writing Development/Synthesis
#1: Learner Development: The teacher understands how learners grow and develop, recognizing that
patterns of learning and development vary individually within and across the cognitive, linguistic, social,
emotional, and physical areas, and designs and implements developmentally appropriate and challenging
learning experiences.
#6: Assessment: The teacher understands how to connect concepts and uses multiple methods of assessment
to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learners
decision making.
Journal Entries
#4: Content Knowledge: The teacher understands how to connect concepts, tools of inquiry, and structures of
the discipline(s) he or she teaches and creates learning experiences that make the disciples accessible and
meaningful for learners to assure mastery of the content.
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